Visual learners

This document discusses multi-sensory approaches to teaching and learning. It defines multi-sensory as involving more than one sense and describes how Margaret Taylor Smith developed the Multi-Sensory Teaching Approach. It outlines the VAKT model involving visual, auditory, kinesthetic and tactile learning. It also discusses different types of learners - visual, auditory, tactile and kinesthetic - and how they learn best. Finally, it explains Dale's Cone of Experience which shows the relationship between different types of instructional resources and their effectiveness.

Children are not things to be modeled but people to be unfolded (Jess Lair). Discuss the process of children learning and tips and strategies for teachers to facilitate children learning.

This document discusses multisensory teaching and learning. It explains that multisensory techniques engage students through multiple senses to gather information, make connections, and recall knowledge. The document outlines that multisensory learning can benefit all students, especially those with dyslexia or other learning challenges, by activating different parts of the brain. Various multisensory teaching methods are described, including visual, auditory, tactile, and kinesthetic approaches.

It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies

This document discusses inclusive education for students with learning disabilities in regular schools. It defines inclusive education as all students attending their neighborhood schools and being supported to learn together. Students with conditions like dyslexia, ADHD, autism and others are discussed. The challenges they face include health problems, lack of funding, inappropriate environments and attitudes. Schools problems include poor teacher training and attitudes, inflexible methods and lack of support. An inclusive approach emphasizes learning for all with flexible individualized teaching, while traditional approaches are more exclusive and limiting. The conclusion advocates for adjusting education systems to meet all children's needs through inclusive practices.

This document outlines a 45-50 minute lesson plan for first semester university students on compound and simple sentences. The objectives are for students to identify parts of simple and compound sentences and demonstrate understanding of sentence types. Materials include jumble sentence cards stored at the teacher's easel. Procedures include reviewing simple sentences, explaining sentence patterns, modeling text types, and a closure involving student comments. Assessment involves a 5 question test scored out of 5.